This study examines social structural effects on student mathematics preparation and identification with a science, technology, engineering, or mathematics (STEM) field, as well as the social psychological factors that may mediate those effects. Using demographic, academic, attitudinal, and school policy data from the Educational Longitudinal Study of 2002 (ELS: 2002) for over 14,000 students from a nationally representative sample, this research tests a model of mathematics course taking and selection of a STEM field linking social identity and self processes with academic decision making. Using structural equation modeling (SEM) to assess the relationships between the latent and observed variables, specifically examining mathematics self-efficacy and social support variables and how they mediate the effects of background variables and prior mathematics achievement on mathematics course taking and subsequent choice of a STEM major, the initial model tests the use of advanced mathematics course taking as a proxy to a college major in a STEM field. This study further develops a second model linking social identity and mathematics course taking using the nested structure of the data to consider the role of school grouping policies on mathematics course taking. Hierarchical linear modeling (HLM) is employed to measure the effects of individual socio-economic level, race, gender, and coping resources within schools with different course selection and ability grouping policies on high school mathematics course taking. The results of structural equation modeling supported most formulations of the conceptual model and showed significant effect of coping resources on mathematics course taking and subsequent STEM matriculation. Furthermore, females showed lower mathematics self-efficacy and were less likely to enter a STEM field of study than males although they experienced higher levels of social support and math course taking. Findings from the hierarchical linear models suggested that students’ mathematics course taking was related to coping variables, but it varied by course enrollment policy at the school level. The effects of school policy were not consistent across racial groups. The study had both theoretical and practical significance, providing insights for increased diversity in STEM majors as well as policy implications at the high school level. / Ph. D.

The research was designed to test the hypothesis that significant differences exist between Hispanic and non-Hispanic students respecting background characteristics and reasons for enrollment in selected two-year colleges. The findings led to firm conclusions regarding the need for educational institutions to provide remedial and tutorial services, liberal financial aid, culturally sensitive institutional ambience, diversity in faculty, counselors, and staff, and instructional and student development programs responsive to the cultural diversity of all students.

Thesis (M.A.) -- University of Hong Kong, 1987. / Also available in print.

Thesis (M.A.)--University of Hong Kong, 1987. / Also available in print.

Thesis (M.A.)--University of Hong Kong, 1987. / Also available in print.

It has been common practice in the economics literature to utilize data on observed outcomes and negate what individuals believe or expect will happen in the future. Using responses to a unique set of questions in the 1997 National Longitudinal Survey of Youth (NLSY97) I show that the literature could benefit in several ways by incorporating such data. The leading essay documents a positive association between a student's subjective probabilistic belief that they will complete a four-year college degree and whether or not they attend and complete college. The results indicate the following. First, although overconfident, individuals as young as fifteen are willing and able to answer subjective probabilistic questions concerning education in a cohesive fashion. Second, these expectations are heterogeneous across race, gender, previous academic success, and parent education, and are influential in predicting whether or not they attend and ultimately complete a degree once these characteristics are controlled for. While the magnitude of the effect diminishes when including the standard economic controls, expectations remain significant and play a larger role as the student ages. Parent expectations are also positive and statistically associated with their child's future college success when the student is young but the significance diminishes as the student ages and gathers information related to the costs and benefits of a college degree. These findings indicate that students possess some form of private information that is not being completely captured by the standard variables used by econometricians to predict college attendance and completion. The second essay uses the NLSY97 to examine how students form and update their college completion expectations as they age out high school. I begin by estimating which factors are utilized by students when forming their expectations while in high school. I find that while these students are taking into account several of the relevant factors associated with college success, they also appear to be neglecting the impact that income and ability have on their likelihood of completing college or are over-relying on poor signals. I then test whether or not students update their expectations in a Bayesian fashion. A Bayesian model is developed. The three ways in which Bayesian students should respond to the acquisition of new information are discussed. Four sources of new information are identified and used in the testing. The testing reveals that students who report either a 0% or 100% chance of completing college do not appear to be Bayesian, but those who report within the 0% and 100% bounds do update in a Bayesian fashion. The third essay studies the accuracy and alignment of the individual's expectation that they will complete college. I utilize several unique aspects of the NLSY97 to create a measure of alignment based on the predicted probability that the respondent will eventually complete college and their expectation of doing so while either in high school or of college age. I use this measure to answer the following questions. First, are there any observable differences between those who are aligned and misaligned? Next, do respondents become more aligned as they age and progress out of high school? Last, are those who are more aligned at an early age more likely to reach their outcomes? I find that although the majority of students are overconfident in their belief there are considerable differences in alignment based on several observable characteristics and the availability of information. The alignment of student expectations differ based on parent education, ASVAB percentile, school enrollment, and race. Using two sub-samples of different aged respondents I show that as students age and acquire more information their expectation of completing college becomes more aligned with their estimated probability of completion. I confirm this by examining 700 students who are asked their expectations first in 1997 while in high school then again five years later when they either are in college or the workforce. I conclude by showing that those who are more aligned in either direction with what a model of college completion predicts the more likely they are to eventually reach that outcome. The final essay examines if the private information contained in the student's expectation that they will complete college is associated with future early career earnings. First I note that there are considerable differences in the frequency of reporting, yearly income, hours worked, and hourly wage for those who predict college success and are successful versus those who do not, as well as those who accurately predict that they will not complete college. I then include these expectations in a wage regression and the estimates suggest that when individuals report their college completion expectations between the ages of 15 and 17 they are not associated with future earnings. However, when asked between the ages of 17 and 22 the reported expectations are positively associated with future wages. There is considerable heterogeneity based on gender, whether they reported at one of the three primary heaping points, and the quantile of the wage distribution in which they were located.

No description available.

A dissertation submitted to the Faculty of Education in fulfillment of the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University of Zululand, 2017 / High rate of poor performance in matric level is a serious problem not only in uMkhanyakude district but in the whole world. One would say effective teaching and efficient management of schools is the answer to the problem and schools need more information about these two factors which form the summary of the findings. This study succeeded in getting the views from both learners and educators which means it is also important to understand what learners perceive as the factors of poor academic performance in the schools where they are as well. In this study Grade 12 learners perceptions were analysed. Learners in matric and educators teaching them from eight high schools participated in this study. The major factors contributing to poor matriculation performance according to learners are lack of resources, lack of support by parents in their learning, poverty, not being sure about group studying, not having a good command of a teaching and learning language and not prac-tising it. They seemed afraid to talk about their teachers .The educators perceptions tallied with those of educators, that is , lack of resources , focusing on Grade 12 instead of becoming serious from the lowest grades indicating poor management of schools, learners’ lack of mo-tivation and willingness to learn, lack of parental involvement, poor study skills in association with school readiness , lack of support by the district and circuit officials , CAPS concepts as not clear to simplify their teaching , qualifications seeming to be not at the level where the teacher would be in apposition to understand clearly the subject content he or she teaches. A culture of high expectancy on the part of educators, parents and managers at all levels may be the key to influencing the rates of success.

The purpose of this study was to determine the perceptions of high school principals and their Junior Reserve Officers’ Training Corps (JROTC) senior Army instructors about the cost effectiveness and value of JROTC in impacting dropout and transition-to-college rates at their schools. The purposeful sample for this study included principals and senior Army instructors at three high schools, two in northwest North Carolina and one in northeast Tennessee. The research investigated the per-student costs for the operation of the JROTC programs; the dropout rates for JROTC and non-JROTC students; the transition-to-college rates for JROTC and non-JROTC students; and the perceptions of the administrators as to the value and cost effectiveness of JROTC in impacting dropout and transition rates. The study found that the average annual JROTC program cost was $731 per student; JROTC students had a dropout rate of 22.2% and the non-JROTC students had a dropout rate of 21.2%; and, 52.4% of JROTC students indicated that they would transition-to-college, and 84.6% of non-JROTC students indicated that they would transition-to-college. The administrators’ perceptions were evaluated in pretest posttest scenarios utilizing first a 30 question survey employing a Likert-type scale from “strongly agree” to “strongly disagree.” The administrators were then interviewed using a semi-structured format. Principals and senior Army instructors stated that their JROTC programs were cost-effective in reducing the dropout rates and increasing the college attendance transitioning rates at their schools. In general, principals perceived a higher value for their JROTC programs than did the JROTC senior Army instructors.

Studies show that mentoring has a significant impact on the educational successes of minority students and the development of their personal and professional identity within their particular field of study. Within these mentoring relationships an environment is created to where students feel comfortable to discuss their various personal concerns that impact their matriculation through their undergraduate experience in a variety of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree at Virginia Tech. The foundation of the study was based on Bean and Eaton's Psychological Model of Retention and Rodgers and Summers' Revised model of retention for African American students at PWIs. Findings from this study were articulated by students conceptualization of mentors as a supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university's bureaucratic structure has an impact on their experience as African American students. / Master of Science in Life Sciences / Mentorship has a significant impact on the personal, academic and professional development of student during their undergraduate experiences at four-year institutions, having a large impact on their personal identity as well as how they view themselves within their particular field of study. Within these mentor and mentee relationship an environment is created where both parties develop rapport and understanding among each in order to be able to discuss concerns and interest that they may have that have an impact on their entire undergraduate experience in a number of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree. The foundation of the study was based on two student development psychological models. Findings from this study were articulated by students conceptualization of mentors as supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university’s bureaucratic structure has a impact on their experience as African American students.